The Urgent Need for an Education Revolution - Essay Sample

Introduction

For the schools to succeed in transforming the world, the teachers, parents, and learners’ trial-cycle is essential. In most countries, education continues to play a significant role in shaping people's moral values. However, in comparison to "the good old days," different education sector changes have continued to erupt in today's life. Howells argues that there is an urgent need for the solution for the speedily transforming world (Howells, 2018). Nevertheless, for us to curb these changes, an understanding of historical, educational background is inevitable. Therefore, this paper aims to research historical perspectives related to education.

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Whether There Was a Difference in How Rich Kids and Poor Students Acquired Education

In most of the schools, different students performed differently in regards to their background status. Students from low-income families performed poorer once compared to rich kids (Caucutt, 2015). In the highest percentage, the quality of education contributes a lot to the performance of the students. With the low performance from the poor students, therefore, it is evidenced that there were factor's variations that contributed to the scoring of students from different schools. Some of these factors include; teacher-student relationships, availability of resources such as reading materials and playground, availability of enough food, and access to school fees at the right time.

While the rich kids would have a good relationship with their teachers, the poor students would fear their tutors. Due to the lack of enough payments in a due deadline, most of the poor students had to go back home for their fees. As such, they would view their teachers as unfair and inconsiderate to their situation. This scenario would instill fear to the students causing them to break their teacher's relation bond. As a result, they became fearful of asking classwork questions, thus deterioration of the highest rate. Also, most of the rich kids schooled in private institutions, which created a suitable environment for their studies. For example, they obtained access to quality resources such as enough teachers, textbooks, writing materials, and a spacious playground. However, this is different from the institutions where the poor kids schooled. Lack of enough reading materials and incompetent teachers are just but a few challenges they faced.

Whether There Was a Difference in How Caucasian and Minority Students Obtained Education

In most of the public schools, there were experiences of ethnic diversity throughout the ages. The multiplicity defined the quality of education that either Caucasian or minority students would acquire. In most cases, the number of teachers determined the number of students from the same race. If the school had a higher percentage of Caucasian students, it would translate to a higher rate of teachers in that school and vice versa (Brey, Musu, McFarland, et al., 2019). Also, there was a gap in how the minority and Caucasian education were rated (Brownstein, 2016). He argues that high graduation rates for the non-caucasian have heightened steadily since the occurrence of changes between the 1970s and 2000. These differences ensured that the children get prepared for citizenship, think critically, and gain the know-how in a competition of the global marketplace.

The Kinds of Supports Which Were Available for Students That Suffered Academically

Some of the students faced different challenges that interfered with their performances. Difficulties in reading, poor concentration in class, resistance in school-related activities, and persistent class absenteeism sum up to the obstacles for student's best achievements. Nevertheless, different ways of curbing these challenges were necessary for the enhancement of their performances. As such, these academically challenged students acquired support based on the etiology of the problem. The necessity of understanding the factors contributing to these challenges helped to lay down adequate support for such students. For example, some challenges were either based on the student's shortcomings, family background, school, or community defects.

To start with, students managed to express themselves through support from the mental health system. They would speak out the issues they would face in their academics, with access to counseling teachers and community counselors. Therefore, counseling offered social support system, which helped them to have more ideas on how to solve different challenges they would encounter. As a result, they managed to concentrate on their classwork hence improving their performances.

Also, different programs contributed to the students' best performances. Such initiative geared by the collaboration of court and the social workers or school helped to support the suffering students (Jacob and Lovett, 2017). For example, in the challenge of struggling to read, different drawing materials were easily accessed through these programs. They improved the student's ability to remember the name of an object provided in the future. These pictures enhanced their curiosity in understanding them hence increasing their concentration in classwork. The support from such programs encouraged students' interests in the classwork, discouraging absenteeism.

Besides various systemic alterations experienced in 'the old gone days,' there is a golden side which supersedes today's school performances. For example, the abandoned teacher-students collaboration and the introduction of various ways that encouraged the learning process would enhance the student's achievements. Also, the teacher's unprofessionalism and student's lack of school-work interests contribute to the widening gap, which alarms for reduction to curb these problems. Therefore, the viewing of education historical perspective is crucial for the success in the rebuilding of an education system, which in turn would translate to a healthy transformation of the world.

References

Brownstein, R. (2016, May 19). How Racial Gaps in Education Became America's Defining Challenge. Retrieved from https://www.theatlantic.com/education/archive/2016/05/education-inequality-takes-center-stage/483405/

Caucutt, E. (2015, April 28). The real reason why poor kids perform worse in school – and in life. Retrieved from https://www.washingtonpost.com/posteverything/wp/2015/04/28/the-real-reason-why-poor-kids-perform-worse-in-school-and-in-life/

de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., ... & Wang, X. (2019). Status and Trends in the Education of Racial and Ethnic Groups 2018. NCES 2019-038. National Center for Education Statistics. Retrieved from https://eric.ed.gov/?id=ED592833

Howells, K. (2018). The future of education and skills: education 2030: the future we want. Retrieved from http://create.canterbury.ac.uk/17331/1/E2030%20Position%20Paper%20(05.04.2018).pdf

Jacob, B. A., & Lovett, K. (2017, July 26). Chronic absenteeism: An old problem in search of new answers. Retrieved from https://www.brookings.edu/research/chronic-absenteeism-an-old-problem-in-search-of-new-answers/